Methodological approaches as a scientific basis for creating a pedagogical concept of distance learning organization in higher education institutions

Myroslava Fabian; Liudmyla Onofriichuk; Olena Teplova; Olena Priadko; Halyna Bilanych

doi:10.31893/multirev.2023spe018

Keywords:

educational system

educational institutions

technology

educational process

Abstract

The article examines e-learning as a special form of education and a pedagogical system based on the use of digital technologies. The content of the structural components of e-learning at universities is a pedagogical system that includes goals, means of communication, content of educational information, and subjects of the educational process. with guaranteed achievement of results as a system-forming factor. The following features of the means of communication between the subjects of the educational process are taken into account: students, teachers, tutors, specialist experts, resource developers (designers of pedagogical situations) and their functions. Scientific, methodological and technological support for achieving the desired result of e-learning at universities has been built, taking into account the individual needs of students, expanding the functions of teachers and implementing educational information through digitalization. A diagnostic toolkit has been developed for conducting a predictive pedagogical examination to develop, clarify and adjust students’ individual educational trajectories, taking into account expert opinions.
References
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16. Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work. International Journal of Occupational Medicine and Environmental Health, 28(1), 102–119. https://doi.org/10.13075/ijomeh.1896.00238
17. Mosleh, S.M., Kasasbeha, M.A., Aljawarneh, Y.M., Alrimawi, I., & Saifan, A.R. (2022, June 20). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Med Educ, 22, Article 475. https://doi.org/10.1186/s12909-022- 03496-3
18. Reynolds, M. (2020). State of the Internet amid coronavirus pandemic. S&P Global Ratings. Retrieved from https://www.spglobal.com/marketintelligence/en/news-insights/latest-news-headlines/state-of-the-internet-amid-coronavirus-pandemic-8211-s-p-podcast-59001571
19. Vilardaga, R., Luoma, J.B., Hayes, S.C., Pistorello, J., Levin, M.E., Hildebrandt, M.J., . . . Bond, F. (2011). Burnout among the addiction counseling workforce: The differential roles of mindfulness and values-based processes and work-site factors. Journal of Substance Abuse Treatment, 40(4), 323–335. https://doi.org/10.1016/j.jsat.2010.11.015

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Fabian, M., Onofriichuk, L., Teplova, O., Priadko, O., & Bilanych, H. (2024). Methodological approaches as a scientific basis for creating a pedagogical concept of distance learning organization in higher education institutions. Multidisciplinary Reviews, 6, 2023spe018. https://doi.org/10.31893/multirev.2023spe018

[1] Arvidsson, I., Leo, U., Larsson, A., Håkansson, C., Persson, R., & Björk, J. (2019). Burnout among school teachers: Quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 19, 655. https://doi.org/10.1186/s12889-019-6972-1

[2] Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 10(1645). https://doi.org/10.3389/fpsyg.2019.01645

[3] Borle, P., Reichel, K., Niebuhr, F., & Voelter-Mahlknecht, S. (2021). How Are Techno-Stressors Associated with Mental Health and Work Outcomes? A Systematic Review of Occupational Exposure to Information and Communication Technologies within the Technostress Model. International Journal of Environmental Research and Public Health, 18(16), 8673. https://doi.org/10.3390/ijerph18168673

[4] Bravo, A.K., Buenaflor, N.B., Baloloy, J.I., Guarte, L., Osinaga, A.M., Salartin, A., & Tus, J. (2021). Amidst the Covid-19 pandemic: The job burnout and job satisfaction of public school teachers in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7(3), 2979–2993. DOI: 10.6084/m9.figshare.14832399.v1

[5] Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J.M., Fynes-Clinton, S., . . . Ziaei, M. (2022). Teacher stress and burnout in Australia: Examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25, 441–469. https://doi.org/10.1007/s11218-022-09686-7

[6] Cuervo-Carabel, T., Martínez, N., Arce Garcia, S., & Fernandez, I. (2018). Technostress in Communication and Technology Society: Scoping Literature Review from the Web of Science. Archivos de Prevencion de Riesgos Laborales, pp. 18–25. DOI: 10.12961/aprl.2018.21.1.04

[7] Definition and Selection of Competencies. (2003). Theoretical and Conceptual Foundations (DESECO). Strategy paper on key competencies. An overarching. Framework of reference for an assessment and research program–OECD (Draft). Retrieved from http://www.deseco. admin.ch

[8] Freudenberger, H.J. (1975). The staff burn-out syndrome in alternative institutions. Psychotherapy: Theory, Research & Practice, 12(1), 73–82. https://doi.org/10.1037/h0086411

[9] Gamage, K.A.A., Dehideniya, D.M.S.C.P.K., & Ekanayake, S.Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102

[10] Grant, A.M. (2013). Outsource inspiration. In J.E. Dutton, & G. Spreitzer (Eds.), Putting positive leadership in action. Retrieved from https://faculty.wharton.upenn.edu/wp- content/uploads/2013/12/Grant_OutsourceInspiration.pdf

[11] Jiang, X-R., Du, J-J., & Dong, R-Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3379–3392. https://doi.org/10.12973/eurasia.2017.00734a

[12] Keller, J., & Kesberg, R. (2017). Regulatory focus and human values. Psihologija, 50(2), 157–186. https://doi.org/10.2298/PSI160809004K

[13] Maslach, C., & Leiter, M.P. (1999). Teacher burnout: A research agenda. In R. Vandenberghe, & A.M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 295–303). Cambridge University Press. https://doi.org/10.1017/CBO9780511527784.021

[14] Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397

[15] Menghi, M.S., Rodriguez, L.M., & Oñate, M.E. (2019). Differences in burnout dimension values in educators with and without symptoms or health problems. Propósitos y Representaciones, 7(3), 179–197. http://dx.doi.org/10.20511/pyr2019.v7n3.338

[16] Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work. International Journal of Occupational Medicine and Environmental Health, 28(1), 102–119. https://doi.org/10.13075/ijomeh.1896.00238

[17] Mosleh, S.M., Kasasbeha, M.A., Aljawarneh, Y.M., Alrimawi, I., & Saifan, A.R. (2022, June 20). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Med Educ, 22, Article 475. https://doi.org/10.1186/s12909-022- 03496-3

[18] Reynolds, M. (2020). State of the Internet amid coronavirus pandemic. S&P Global Ratings. Retrieved from https://www.spglobal.com/marketintelligence/en/news-insights/latest-news-headlines/state-of-the-internet-amid-coronavirus-pandemic-8211-s-p-podcast-59001571

[19] Vilardaga, R., Luoma, J.B., Hayes, S.C., Pistorello, J., Levin, M.E., Hildebrandt, M.J., . . . Bond, F. (2011). Burnout among the addiction counseling workforce: The differential roles of mindfulness and values-based processes and work-site factors. Journal of Substance Abuse Treatment, 40(4), 323–335. https://doi.org/10.1016/j.jsat.2010.11.015

Abstract

References

How to cite